guiTtorbian
4
Idir (PmUoitiiaii
Editor in Chief
Joan Malloch
Associate Editor Adviser
Karen Rowan Jeff Jeske
Writing Editor
Justin Cohen
News Perspectives
Gail Kasun Ashley Clifton
Features T Sports
Karen Rowan r V A \KI U Kiley Holder
Caroline A. Wolfe wm Coop „
Mike Kopcsak
Chandra Woolson
Business Subscriptions,
Advertising Circulation
Brian Burton Reagan Hopkins
Personnel Manager Copy Editing
Brian Sugioka Kinsey Gimbel
Making new paths to learning
Ashley Clifton
Perspectives Editor
Eighteen members of the class of
1997 entered Guilford this fall hav
ing already declared some form of
attention deficit disorder. Is Guilford
equipped and willing to offer them
special attention they need?
Guilford prides itself on small
classes, availability of professors
and commitment to diversity. How
ever, do we provide an environment
Ti which a student with diversities
in learning feels comfortable ask
ing for help and confident in know-
In 5 they will receive helpful re
sponses?
How has the Guilford faculty
been educated to be aware and able
to offer alternatives to these
students? And is the public aware of
the number of learning disablities
and differences? Are they aware that
they might possess one?
When the topic of learning dis
abilities arises, many often think of
dyslexia, which involves frequent
reversal of numbers and letters. A
few might be aware of attention
deficit disorder (ADD), which
makes it difficult to focus on a single
stimulus, conversation or reading
material tor a long (or even a short)
period of time.
But how many people realize that
poor mechanics in writing, slow
reading or writing rate, and diffi
culty in discriminating sounds or
words can also be symptoms of a
learning difference which deserves
special attention?
Students are often made to feel
that they are on their own in col
lege; that they are being prepared
for the real world, which is not en
tirely untrue. Responsibility is
surely called for in keeping up with
classes. But perhaps if more people
realized that widespread differences
in learning are much akin and
equally important to the diversity in
culture, political views and tastes,
we as students and faculty could
make a place which is more diverse
in learning, more accepting of dif
ferences. Even better than meeting
Guilford's striving towards accep
tance of differences in people is the
striving to meet the needs of these
differences. Differences such as
ADD.
In striving to meet these needs we
must be aware of the problem and
its magnitude. As I read the list of
characteristics which may accom
pany people with learning disabili
ties or differences, I am struck by
their familiar sound: exaggerated
fear of failure, low self-image,
marked discrepancy between
achievement and potential, high de
gree of creativity, average to high
IQ. This list was put together in a
hand-out by Sue Keith, head of the
ItatfpectftK*
(CiJitoruil
Opinions expressed in editorials
and letters to the editor do not neces
sarily reflect the views of the staff
and editorial board.
The editors reserve the right to edit
all submissions for length, style, and
taste.
SnilHHts's'ions
The Guilfordian encourages submis
sions. Typed articles and letters are
due by 6:00 pm Monday. For more
information on The Guilfordian write:
P.O. Box 17717
Guilford College,
Greensboro,NC
27410.
Academic Skills Center.
Towards the top of the page is
written, "Nobody's brain works per
fectly. Brains wok differently. We
all have strengths and weaknesses."
Here, Keith makes the point that we
all leam differenUy. In making that
point, even those who do not have
a pronounced learning disability or
difference might be aware of and
more sympathetic to those who do.
It provides a more open attitude for
learning and teaching.
The difference with people diag
nosed with ADD or another LD,
Keith reminds us, lies "in the ques
tion of wiring and chemistry." It is
often more difficult to recognize stu
dents with alternative learning needs
than identifying a physical handi
cap. Em harassment and hesitation
in asking for help has been a prob
lem in the past
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Krysta Banke Daphne Lewis
Naomi Blass Susan Mers
Rob Davidson Josh Palmer
Jeannette Dye Christian Scaniello
Eric Form an Steve Sjostedt
Nat Gray S. Scott Spagnola
Christina Haworth Louisa Spaventa
Jenny Hefferan Joe Wallace
Chris Hosford Jonathan White
Jeff Johnson Ann Witt
Mark Lewinter Sarah Woodard
Staff meetings held weekly.
Mondays at 9 p.m.
Writers, editors, and staff from
THE NEWS AND RECORD
will lecture on occasion.
Sept. 16...8i1l Morris
Sept. 20- Kathy Coe
Sept. 27- Lynn Jessup
Though this is not the fault of the
professors per se, we must take
Keith's advice in "giving each other
space to claim one's own identity
and to honor it, recognizing "many
avenues" which can be taken to
learn the same thing. In a place such
as Guilford, we must accept and
meet the needs in bringing such di
versity together.
Keith also points out the benefits
of responding to the needs of these
students. "In teaching exceptional
students, we learn more about all
students. When we ask, 'How can
you tell me what you know?' - This
is what education is all about: genu
ine engagement" She calls this at
titude "Quintessential Quaker," re
calling the philosophy of the "light
within us being wonderfully differ
ent"
By creating an atmosphere where
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students are aware of their own di
versity, we may allow students to
feel more comfortable stating their
own and asking for help. Gestures
such as professors asking, at the
beginning of each course, for stu
dents to write down how they learn
best will help the professor in pro
viding alternative, methods of learn
ing and also create an awareness
within the student of his or her own
patterns.
By allowing far these working re
lationships to develop between stu
dents and professors, a foundation
for communication is laid. Students
can then pick up assignments early
or take essay tests on the computer,
so they are entering the assignment
on an equal level.
After all, as Keith points out,
Thisisnotaresearchinstitution.lt
is a teaching institution."
Photo by Krysta Banke